Resource Library

Description of the mentoring program at The College of New Jersey's Career and Community Studies Program for students with intellectual disabilities. Includes the structure, responsibilities, sample activities, training, and FAQs.

High school redesign (HSR) efforts currently focus on helping schools prepare all students to be college and career ready. As these initiatives are provided within thecontext of high schools, students with Individualized Education Programs are impacted by any effort to reform high schools. As a result, policies designed to improve the college and a career readiness (CCR) of all students should simultaneously improve the CCR of students with disabilities.

Una lista de veinte estrategias poderosas que las familias pueden utilizar para ayudar a sus hijos e hijas a adquirir las habilidades necesarias para tener éxito en la universidad. Creado por la Dra. Karla Wade, experta en transiciones.

Click here for the English version of this resource.

The purpose of this paper is to propose and describe a model for engaging and retaining students with IDD/autism in Minnesota's 24 community and technical colleges and seven state universities (MnSCU). The model, as described in this paper, is based upon past and current efforts to provide postsecondary education opportunities for these students. The paper, first, provides background to clarify the diverse characteristics and outcomes of students with IDD/autism. It then examines the relevance and critical importance of drawing upon MnSCU’s system capacity to serve these students.

This report presents the findings of the Massacusetts Task Force on Higher Education for Students with Intellectual Disabilities and Autism Spectrum Disorder (ID/ASD), convened by the House and Senate Co-Chairs of the Joint Committee on Higher Education. The report describes higher education opportunities for students with ID/ASD nationally and statewide, and includes specific findings and recommendations to increase access to inclusive higher education and ensure citizens with ID/ASD have equal opportunity to reach their potential.

This checklist/rating sheet from a college program in Florida lists possible competencies in five domains that students may work on within the program, with a place to indicate the date the student begins working on the skill, the date met, and notes. Focus areas include Employment, Academics, Campus and Community Engagement, Self-Determination, and Independent Living.

In 2010, the Office of Postsecondary Education awarded grants to 27 institutions of higher education (IHEs) to create or expand access to higher education for students with intellectual disabilities in 23 states. These model demonstration projects, known as Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs), were asked to create meaningful credentials for students who completed their programs. This Fast Fact reviews what kind of credentials are available to students with ID in college.

This Credential Action Planning (CAP) tool supports postsecondary education programs for students with intellectual disabilities in the development of a meaningful credential that can be earned by the students attending their program. It includes a checklist that takes the user through each step in the process, allowing space for indicating where they are in the process and to take notes on each step.

Think College Insight Brief #25 shares strategies and processes that can be used by programs when they are developing the credential that students will earn.  An accompanying Credential Action Planning Tool is also available from Think College.

A list of twenty powerful strategies families can use to help support their sons and daughters to gain the skills necessary to be successful in college.  Created by transition expert Dr. Karla Wade.

This resource is available in English and Spanish. Click here to view the Spanish language listing for this resource.